4 Management Summary Maastricht University (UM) wishes to continually improve its services. To adjust and improve its operations, feedback from students is indispensable. In 2001 the UM started the Student Monitor in order to sound the opinions of students. This monitor consists of an annual general satisfaction survey, complemented by indepth surveys on specific topics. The monitor is used as a thermometer of the organisation, to map the students expectations, satisfaction and wishes. This summary contains the main results of the general satisfaction survey for the academic year. For the present survey, all students who were registered as UM student in the academic year were approached. The survey was held in June 2012 and the questionnaire was available in both Dutch and English. A total of almost 1600 students took part in the survey. The most positive and negative aspects are listed below for each individual component (provided at least 30 respondents used the component concerned). Positive items are those with which at least 75% of the students were satisfied or very satisfied. Items for improvement are listed if 15% or more of the students were dissatisfied or very dissatisfied with these. Logistics Positive aspects: - Aspects to improve: (re-)enrolment and deadlines (for study, subjects, tests, resits): 27% is dissatisfied announcement of study and test results: 25% is dissatisfied office hours (e.g. education office, educational institute, front office): 20% is dissatisfied Information on study and traineeship options Positive aspects: - Aspects to improve: labour market perspectives / future occupational field: 36% is dissatisfied work placement options / traineeships: 34% is dissatisfied choosing a study (Master's studies, switching studies, choosing a degree programme, etc.): 17% is dissatisfied Information on study or traineeship abroad Positive aspects: - Aspects to improve: double degree programmes: 36% is dissatisfied traineeship abroad: 35% is dissatisfied studying abroad: 23% is dissatisfied exchange programmes with foreign universities: 21% is dissatisfied Additional facilities and possibilities Positive aspects: student clubs: 87% is satisfied Studium Generale: 87% is satisfied UM-card: 86% is satisfied study associations: 77% is satisfied Aspects to improve: UM Language Centre: 28% is dissatisfied Flycatcher Internet Research 1 UM Student Satisfaction

6 1. Introduction Maastricht University (UM) is committed to continual improvement of its level of services. Input from students is indispensable to be able to adapt and enhance operations. To measure the opinions of students, the UM launched the Student Monitor in This monitor consists of annual general satisfaction surveys, complemented by in-depth surveys on specific areas. The monitor is used as a thermometer of the organisation, to map the expectations, satisfaction, and wishes of students. Participation in the Student Monitor is open to all UM students. Panel members regularly receive invitations to take part in surveys. Subjects range from computer facilities or library services to RSI and student support. It goes without saying that privacy is protected and to increase response rates, participation is rewarded. Practical implementation is done by Flycatcher. The present report shows the results of the general satisfaction survey for the academic year. This survey was held in June For the present survey, all UM students were approached. Flycatcher Internet Research 3 UM Student Satisfaction

7 2. Methodological justification Below is a brief justification of our approach to this survey. In addition to a description of the research framework and an explanation of the methodology and implementation of the survey, we will also discuss the response rate and reliability of the results. 2.1 Aim The aim of the survey is to measure students' level of satisfaction with the various UM facilities over time. 2.2 Questionnaire Satisfaction was measured with regard to a number of facilities that are indicative of the satisfaction level, namely: studying: organisation and logistics of the study programme and exams; o logistics; o study and traineeship options; o o study or traineeship abroad; additional facilities and possibilities (studying at another UM faculty, UM Language Centre, UM Sports, Studium Generale, study associations, student clubs); study and career guidance; facilities; o library facilities; o ICT facilities; o buildings and locations; o building-related facilities; o information channels. Choosing the aspects for each (sub)category, attention was paid to the importance of each aspect for the group of students as a whole. This means that aspects that concerned only students from a certain faculty or only first-year students, were excluded from the questionnaire as much as possible. Such aspects should be dealt with in an in-depth survey. For each of these facilities, satisfaction was measured on the basis of the following: use of the various aspects (a); importance of the aspects on a 5-point scale (b); satisfaction with the aspects on a 5-point scale (c); comments and suggestions for improvements (d). The first question is used to delimit the results in time, so that the results relate to the last academic year (the survey is always held at the end of the academic year). The fourth question allows respondents to explain their answers for each aspect in an open text field. This explanation is optional. From the open answers for each aspect, a detailed idea can be obtained of any problem areas. The combination of the satisfaction score and the information from the open answers, may provide an immediate reason for tackling certain problems, but may also give rise to more questions. In the latter case, we offer the possibility of carrying out an in-depth survey. In the report, the importance and the satisfaction for each aspect will be compared in a so-called priorities matrix. The purpose of a priorities matrix is to easily gain insight in aspects that could be improved. The importance of an aspect is defined as the average importance (question 2: minimum 1, maximum 5) times the percentage of students that used the aspect concerned (question 1: minimum 0, maximum 1). The average satisfaction level is a score between 1 and 5 (based on question 3). The priorities matrix is divided into four quadrants, based on the averages of all aspects measured. Aspects that are important but about which respondents were dissatisfied, may be regarded as the most important areas for improvement. These are the aspects in the fourth quadrant. Flycatcher Internet Research 4 UM Student Satisfaction

8 2.3 Research method and population Flycatcher Internet Research is specialized in online research. This means that questionnaires can be completed and sent via the Internet. Potential respondents receive an with an invitation to take part in a survey. Clicking a hyperlink that is unique for each respondent, takes them to the survey. Questionnaires are available in both Dutch and English. For the present survey, all students were approached who were registered as UM student in the academic year. Students were invited by on Monday, 11 June Completed questionnaires could be submitted until Monday, 25 June On Monday, 18 June, a reminder was sent to all students who had not completed the questionnaire at that time. 2.4 Response The questionnaire was sent to students. A total of 1580 students completed the questionnaire, which represents a response rate of 9%. The table below shows the response figures. Total response: number of addresses net no. sent* response 1580 (9%) *Incorrectness of some addresses resulted in a smaller net number of invitations being sent than the number of addresses. Below is a breakdown of the total response by faculty and exam type. The distribution of respondents across the various faculties and exam types corresponds reasonably well with the actual distribution. The number of students of is overrepresented, whereas and are underrepresented. Response by faculty: frequency percent UM total 2011 (%) Department of Knowledge Engineering (DKE) 20 1% 1% Faculty of Health, Medicine and Life Sciences () % 29% Faculty of Law () % 16% Faculty of Arts and Social Sciences () % 10% Faculty of Psychology and Neuroscience () 146 9% 9% Maastricht Graduate School of Governance (MGSG) 9 1% 1% School of Business and Economics () % 29% University College Maastricht () 64 4% 4% total % 100% Response by exam type: frequency percent UM total 2011 (%) Bachelor % 52% Master % 28% other 97 6% 20% total % 100% 2.5 Generalisability Because only part of the entire population took part in the study, the results that are generated may deviate to some extent from those that would have been obtained if the whole population had responded. It is therefore important to interpret these results observing a certain degree of probability (reliability). Reliability is important because it offers the possibility to use the results from a part of the population in order to make statements about the population as a whole with a certain degree of certainty. Flycatcher Internet Research 5 UM Student Satisfaction

9 Depending on the number of respondents (n) and the answers found in the study (p), the formula below can be used to determine the margins relating to the population as a whole: When generalisations are made using this formula, statements will have a reliability rate of 95%. The maximum reliability margin of 1580 respondents is 2% in the case of a 95% reliability rate. If the number of respondents is greater, the reliability rate does not change, but the margins decrease, making statements more reliable. Example: 1c. Please state how satisfied you are with this/these logistic aspect(s). - office hours (e.g. education office, educational institute, front office) frequency percent very satisfied 36 6% satisfied % neutral % dissatisfied % very dissatisfied 21 3% total % In this example, 20% of all respondents is (very) dissatisfied with the office hours. In this case, the margin for the entire population of students is: % 635 Hence, it may be concluded with 95% certainty that the number of students who is (very) dissatisfied with the office hours, will be between 17% and 23% (20% +/- 3%). 2.6 Statistical analysis To gain more insight in the results, further statistical analysis was carried out. The following analyses were completed: comparison between the faculties (see Appendix 24); comparison between Bachelors and Masters students (see Appendix 25); comparison with the results of the satisfaction survey; comparison between Bachelors and Masters students per faculty (see Appendix 26); comparison between Dutch and foreign students for and (see Appendix 27). Comparison between Masters students with or without a Bachelors degree from the UM was not completed, because the UM wasn't able to provide information about the year students started an education at the UM and the year they started their current education. Statistical testing was carried out using the chi-square test or t-test. The Bonferroni method was used to correct for multiple testing. The results are displayed in the tables broken down by faculty, exam type and year of study where the figures displayed in red are significantly higher than the figures shown in blue within a particular category. The two last comparisons mentioned above were only added to the report as appendices and are not discussed. The reason is that the number of respondents for each group was generally too small to allow reliable statements. The results should therefore be interpreted with some caution. Flycatcher Internet Research 6 UM Student Satisfaction

10 Points of attention: Whenever the term significance is mentioned in the following chapters, this means that there is a statistical significance with a reliability of 95%. In other words, one may conclude with 95% certainty that a difference does actually exist and is not based on coincidence. For the statistical analyses, a number of variables were classified in a limited number of categories. This was necessary because in order to be able to compare groups, they should have a sufficient number of respondents to allow a reliable statistical analysis. The nationality of the respondents is not known. The analyses were therefore based on the language selected by the respondents to complete in the questionnaire. Students who selected Dutch, were included in the analysis as Dutch students and students who selected English were included as foreign students. In the results per faculty, DKE and MGSG were not included. The reason is that the number of respondents for each group was generally too small to allow reliable statements. The results of this year compared with the results of the satisfaction survey were only displayed if there is a significant difference. Flycatcher Internet Research 7 UM Student Satisfaction

11 3. Studying: organisation and logistics of the study programme and exams Part 1 of the survey concerned the organisation and logistics of teaching and examinations. This subject consisted of four sub-subjects: logistics, study and traineeship options, study and traineeship abroad and additional facilities and possibilities, such as additional subjects, minors, UM Sports, et cetera. Below you will first find an overview per sub-subject of the results of the total group of respondents, followed by the results per faculty, type of degree (Bachelors or Masters) and year. 3.1 Logistics Results A majority of the students is satisfied with the timetables and group composition, block books and literature. With the announcement of study and test results, office hours and (re-)enrolment and deadlines is more than one fifth dissatisfied. Important points for improvement are the announcement of study and test results and (re-)enrolment and deadlines. Often mentioned complaints with regard to enrolment and deadlines concern the lack of clarity concerning deadlines. A frequently made comment about announcement of study and test results is that these should be available earlier. 1a. Which of the logistic aspects relating to the study programme and exams listed below, have you experienced in the past 12 months? (multiple answers possible)* 1b. How important is/are this/these logistic aspect(s) for your performance as a student?* * frequencies are presented in appendix 1. 1c. Please state how satisfied you are with this/these logistic aspect(s).* * frequencies are presented in appendix 2a, answers are specified in appendix 2b timetables and group composition 2% 13% 16% 12% 57% announcement of study and test results 6% 4% 24% 21% 44% office hours (e.g. education office, educational institute, front office) 6% 3% 17% 31% 43% (re-)enrolment and deadlines (for study, subjects, tests, resits) 6% 8% 27% 19% 41% block books 2% 9% 12% 23% 54% literature (readers, etc.) 11% 8% 1% 21% 58% very satisfied satisfied neutral dissatisfied very dissatisfied Flycatcher Internet Research 8 UM Student Satisfaction

12 Priorities matrix: The importance of an aspect is defined as the average importance (question b: minimum 1, maximum 5) times the percentage of students that used the aspect concerned (question a: minimum 0, maximum 1). The average satisfaction level is a score between 1 and 5 (based on question c). Results per faculty students are less satisfied with timetables and group composition as well as office hours. students and students are often dissatisfied with the announcement of study and test results. Furthermore,, and students are less satisfied with (re-)enrolment and deadlines, whereas and students are less satisfied with literature. Percentage of dissatisfied students: timetables and group composition 12,3% 16,2% 10,8% 21,3% 10,0% 4,8% announcement of study and test results 15,3% 29,1% 18,0% 24,1% 29,9% 18,8% office hours (e.g. education office, educational institute, front office) 16,3% 21,8% 29,7% 34,2% 14,0% 13,6% (re-)enrolment and deadlines (for study, subjects, tests, resits) 19,3% 31,7% 29,5% 36,8% 16,9% 21,8% block books 7,0% 11,7% 5,7% 10,4% 13,4% 0,0% literature (readers, etc.) 10,3% 5,8% 15,6% 9,0% 12,7% 3,3% Flycatcher Internet Research 9 UM Student Satisfaction

13 Results per exam type Bachelor students are less satisfied with the announcement of study and test results than Master students. Percentage of dissatisfied students: timetables and group composition announcement of study and test results office hours (e.g. education office, educational institute, front office) (re-)enrolment and deadlines (for study, subjects, tests, resits) block books literature (readers, etc.) Bachelor Master 13,0% 15,0% 28,6% 21,6% 21,3% 18,6% 26,2% 26,4% 9,8% 11,4% 9,7% 8,8% Results over time Compared with last year, students are now more satisfied about timetables and group composition, office hours and (re-)enrolment and deadlines. However, they are more dissatisfied about block books. timetables and group composition office hours (re-)enrolment and deadlines (for study, subjects, tests, resits) block books (very) satisfied neutral (very) dissatisfied total 66% 17% 18% 100% 70% 16% 14% 100% (very) satisfied neutral (very) dissatisfied total 42% 32% 26% 100% 49% 31% 21% 100% (very) satisfied neutral (very) dissatisfied total 42% 24% 35% 100% 47% 27% 26% 100% (very) satisfied neutral (very) dissatisfied total 71% 21% 8% 100% 66% 23% 10% 100% 3.2 Information on study and traineeship options Students are not very satisfied with the supply of information with regard to work placement options / traineeships and labour market perspectives: approximately one third is (very) dissatisfied about these aspects. A small majoriy is satisfied with the information on choosing a study. No aspects can be found in the fourth quadrant of the priorities matrix, however, the main focal point concerns the information about work placement options / traineeships. This aspect is slightly less important than average, but relatively many students were not satisfied with it. It should also be mentioned that the students who searched for information about traineeship options or labour market perspectives, usually found these aspects important or very important. The aspects are, however, lower down in the priorities matrix because a relatively small number of students searched for information on these subjects in the past year. Flycatcher Internet Research 10 UM Student Satisfaction

15 Priorities matrix: The importance of an aspect is defined as the average importance (question b: minimum 1, maximum 5) times the percentage of students that used the aspect concerned (question a: minimum 0, maximum 1). The average satisfaction level is a score between 1 and 5 (based on question c). Results per faculty With regard to the information on choosing a study, and students are less satisfied than students of. Percentage of dissatisfied students: choosing a study (Master's studies, switching studies, choosing a degree 17,1% 24,0% 13,0% 21,3% 10,4% 8,2% programme, etc.) work placement options / traineeships 40,4% 26,6% 26,9% 42,6% 38,2% 46,2% labour market perspectives / future occupational field 38,6% 32,5% 41,8% 51,5% 34,2% 33,3% Flycatcher Internet Research 12 UM Student Satisfaction

16 Results per exam type Master students are less satisfied with work placement options than Bachelor students. Percentage of dissatisfied students: choosing a study (Master's studies, switching studies, choosing a degree programme, etc.) work placement options / traineeships labour market perspectives / future occupational field Bachelor Master 16,1% 20,3% 27,3% 41,5% 39,2% 35,2% Results over time Compared with last year, there are no significant differences with regard to the level of satisfaction with the supply of information about study and traineeship options. 3.3 Information on study or traineeship abroad A small majority of the students who searched for information on exchange programmes with foreign universities and studying abroad is satisfied with the information given. On the other hand, one fifth is dissatisfied. One third of the students who searched for information on double degree programmes and traineeship abroad, are dissatisfied with the information about these subjects. The main point of attention within this subject is the supply of information with regard to traineeships abroad. This aspect is of average importance, but students are not very satisfied with it. In addition, almost all students who sought information on this subject, felt that it was important or very important. The aspect is, however, of average importance because it was relevant for only about one quarter of all respondents last year. 3a. Have you searched for information on any of the following subjects in the past 12 months? (multiple answers possible)* 3b. How important is information about this/these subject(s) for your performance as a student?* * frequencies are presented in appendix 5 Flycatcher Internet Research 13 UM Student Satisfaction

18 Results per faculty In particular students at are relatively dissatisfied with the supply of information on exchange programmes and double degree programmes, compared to students at, and. Note should be taken of the small number of respondents per faculty who searched for double degree programmes. Percentage of dissatisfied students: exchange programmes with foreign universities 16,1% 46,2% 25,0% 23,1% 10,3% 8,9% studying abroad 16,9% 37,5% 21,6% 33,3% 11,1% 6,8% traineeship abroad 40,6% 29,0% 25,0% 37,1% 49,0% 50,0% double degree programmes 43,2% 60,0% 27,3% 57,1% 26,0% 28,6% Results per exam type Bachelor students are more dissatisfied than Master students with the supply of information on traineeship Percentage of dissatisfied students: Bachelor Master exchange programmes with foreign universities 20,8% 23,3% studying abroad 22,0% 24,2% traineeship abroad 40,0% 28,7% double degree programmes 39,8% 30,0% 0% Results over time Compared with last year, students are now less satisfied with the supply of information on traineeship abroad. traineeship abroad (very) satisfied neutral (very) dissatisfied total 41% 32% 27% 100% 37% 28% 35% 100% 3.4 Additional facilities and possibilities As for the additional facilities and possibilities, students are generally satisfied. Exception is the Language Centre with which almost one third is dissatisfied. Because few students had anything to do with the Language Centre, this aspect does not appear in the fourth quadrant of the priorities matrix. However, it is an important point of attention, because the majority of the students who had something to do with this aspect, feel that it's (very) important. A frequently made comment is that the Language Centre is should be less expensive. Another point for improvement is UM Sports, especially the accommodation. 4a. Which of the facilities/possibilities mentioned below have you used in the past 12 months? (multiple answers possible)* 4b. How important are these facilities for your performance as a student?* * frequencies are presented in appendix 7 Flycatcher Internet Research 15 UM Student Satisfaction

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